RYTE Institute
Three staff members of RYTE Institute looking at document.

Building Evidence Base in Developmental Science

The RYTE Institute is working to build an evidence-base within developmental science that specifically addresses the role of multiple individual (e.g., self-regulation) and contextual factors (e.g., family, school, neighborhood) on adolescent development with a focus on positive youth development.

Studies have examined how individual factors such as self-regulation, contextual factors such as the family, school, neighborhood, and involvement in out-of-school activities affects the developmental trajectories of adolescents including outcomes related to positive youth development.

For more information on specific projects:

Related Publications

  • Linver, M.R., Urban, J.B., MacDonnell, M., Robers, E.D., Quinn, J., Samtani, S., Doubledee, R., Gama, L., & Morgan, D. (2018). Mixed methods in youth purpose: An examination of adolescent self-regulation and purpose. Journal of Research in Human Development, 15(20, 118-138. DOI; 10.1080/15427609.2018.1445925
  • Linver, M.R., & Urban, J.B. (2018). “My life purpose is…”: Assessment of youth purpose in context. Journal of Research in Human Development, 14(20, 95-100. DOI: 10.1080/15427609.2018.1445927
  • Chauveron, L.M., Linver, M.R., & Urban, J. B. (2015).  Intentional Self-Regulation and Positive Youth Development: Implications for Youth Development Programs.  Journal of Youth Development, 10(3), 89-101.
  • MacDonnell, M., Urban, J.B., & Linver, M.R. (2015).  A Mixed-Methods Exploration of Intentional Self Regulation and Youth Beliefs about the Chances of Achieving Future Aspirations.  Journal of Youth Development, 10(3), 102-114.
  • Bowers, E. P., Geldhof, G. J., Chase, P. A., Gestsdottir, S., Urban, J. B., & Lerner, R. M. (2015). Self regulation during adolescence: Variations associated with individual ßà context relations. In J. Wright (Ed.), International Encyclopedia of Social and Behavioral Sciences (2nd ed.). London, UK: Elsevier.
  • Birnbaum, A., & Linver, M.R. (2012).  Adolescent physical development and health.  In G. L. Creasey & P. A. Jarvis (Eds.), Adolescent development and school achievement in urban communities: Resilience in the neighborhood (pp. 53-64).  NY: Routledge.
  • Mueller, M.K., Lewin-Bizan, S., & Urban, J.B. (2011). Youth activity involvement and positive youth development. In R.M. Lerner, J.V. Lerner, & J.B. Benson (Eds.). Advances in Child Development and Behavior: Positive youth development: Research and applications for promoting thriving in adolescence, Vol 41 (pp. 231-249). Burlington: Academic Press.
  • Mueller, M.K., Phelps, E., Bowers, E.P., Agans, J., Urban, J.B., & Lerner, R.M. (2011). Youth development program participation and intentional-self regulation skills: Contextual and individual bases of pathways to positive youth development. Journal of Adolescence, 34, 1115-1125.
  • Lerner, R.M., Lerner, J.V., Bowers, E., Lewin-Bizan, S., Gestsdottir, S., & Urban, J.B. (2011). Self-regulation processes and thriving in childhood and adolescence: A view of the issues. New Directions for Child and Adolescent Development, 133, 1-10.
  • Gestsdottir, S., Urban, J.B., Bowers, E., Lerner, J.V., & Lerner, R.M. (2011). Intentional self regulation, ecological assets, and thriving in adolescence: A developmental systems model. New Directions for Child and Adolescent Development, 133, 61-76.
  • Lerner, R.M., Lerner, J.V., Bowers, E., Lewin-Bizan, S., Gestsdottir, S., & Urban, J.B. (Eds.). (2011). Thriving in childhood and adolescence: The role of self regulation processes. New Directions for Child and Adolescent Development, 133.
  • Brown, T. L., Linver, M.R., & Evans, M. (2010).  The role of gender in the racial and ethnic socialization of African American adolescents.  Youth and Society, 41, 357-381.
  • Urban, J.B., Lewin-Bizan, S. & Lerner, R.M. (2010). The role of intentional self regulation, lower neighborhood ecological assets, and activity involvement in youth developmental outcomes. Journal of Youth and Adolescence, 39(7), 783-800. doi:10.1007/s10964-010-9549-y
  • Brown, T. L., Linver, M.R., Evans, M., & DeGennaro, D. (2009). African American parents’ racial and ethnic socialization and adolescent academic grades:  Teasing out the role of gender.  Journal of Youth and Adolescence, 38, 214-227.
  • Linver, M.R., Roth, J.L., & Brooks-Gunn, J. (2009).  Patterns of Adolescents’ Participation in Organized Activities:  Are Sports Best When Combined with Other Activities? Developmental Psychology, 45, 354-367.
  • Urban, J.B., Lewin-Bizan, S., & Lerner, R.M. (2009). The role of neighborhood ecological assets and activity involvement in youth developmental outcomes: Differential impacts of asset poor and asset rich neighborhoods. Journal of Applied Developmental Psychology, 30(5), 601-614.
  • Urban, J.B. (2008). Components and characteristics of youth development programs: The voices of youth-serving policy makers, practitioners, researchers, and adolescents. Applied Developmental Science, 12(3), 128-139.
  • Bradshaw, C., Brown, J.S., and Hamilton, S. (2008). Bridging positive youth development and mental health services for youth with serious behavior problems. Child & Youth Care Forum, 37(5-6), 209-263.
  • Bradshaw, C., Brown, J.S., and Hamilton, S. (2006). Applying positive youth development and life-course research to the treatment of adolescents involved with the judicial system. Journal of Addictions and Offender Counseling, 27(1), 2-16.
  • Brown, J.S. (2006). Rethinking concept mapping for youth participatory evaluation in the context of youth development programs. Journal of Youth Development: Bridging Research and Practice, 1(2). Retrieved from http://www.nae4ha.org/directory/jyd/index.html
  • Brooks-Gunn, J., Linver, M.R., & Fauth, R.C. (2005). Children’s competence and SES in the family and neighborhood.  In A.J. Elliot & C.S. Dweck (Eds.), Handbook of competence and motivation (pp. 414-435).  NY:  Gulliford Press.
  • Linver, M.R., & Davis-Kean, P.E. (2005).  The slippery slope:  What predicts math grades in middle and high school?  New Directions for Child and Adolescent Development, 110, 49-64.
  • Linver, M.R., Brooks-Gunn, J., & Cabrera, N. (2004).  The Home Observation for Measurement of the Environment (HOME) Inventory:  The derivation of conceptually designed subscales.  Parenting:  Science and Practice, 4, 99-114.
  • Roth, J.L., Brooks-Gunn, J., Linver, M.R., & Hofferth, S.L. (2003).  What happens during the school day?: Time diaries from a national sample of elementary school teachers.  Teachers College Record, 105, 317-343.
  • Archibald, A.B., Linver, M.R., Graber, J.A., & Brooks-Gunn, J. (2002).  Parent-adolescent relationships and adolescent eating problems:  Testing reciprocal effects.  Journal of Research on Adolescence, 12, 451-461.
  • Linver, M.R., Brooks-Gunn, J., & Kohen, D.E. (2002). Family processes as pathways from income to young children’s development.  Developmental Psychology, 38, 719-734.
  • Yeung, W.J., Linver, M.R., & Brooks-Gunn, J. (2002).  How money matters for young children’s development:  Parental investment and family process.  Child Development, 73, 1861-1879.